Nothing nice about it: Critiquing Midwest nice in teacher education

Abstract

In teacher education, critical scholars have lamented how “niceness” hinders progress toward social and racial justice. A place characteristic of this “niceness” is the Midwestern region of the United States, which the dominant narrative paints as overly agreeable and free of racial inequities. This image overlooks the rampant systemic racism that is foundational to the entire country, allowing the Midwest to tout an ideological stance of Midwest nice—a race-evasive semblance of social and political politeness that is seemingly harmless. This conceptual article draws on critical race theory and critical geographies of race to analyze how Midwest nice influences Midwestern teacher education programs. By conceptualizing two teacher education sites—educator praxis (an input) and student evaluations of teaching (an output)—we consider the particular plight of Women of Color critical scholars instructing preservice teachers in the Midwest. We subsequently explore what this critique of Midwest nice means for the field, arguing that teacher education programs in the Midwest perpetuate racial inequity and violence through Midwest nice. Ultimately, we urge a teacher education program to institutionally support efforts that expose and disrupt Midwest nice’s preservation of social and racial injustice.

Keywords:

• Teacher education
• Midwest nice
• critical geographies of race
• women of color
• whiteness
• critical race theory

Disclosure statement

We have no conflicts of interest to disclose.

Additional information

Notes on contributors

Saba Khan Vlach

Saba Khan Vlach, PhD, is an Assistant Professor at the University of Iowa. Her research interests include critical pedagogy, children’s literature, literature discussions, young children’s reader responses, and teacher education. Vlach’s work draws on critical and post-structural conceptual frameworks.

ArCasia D. James-Gallaway

ArCasia D. James-Gallaway, PhD, is an interdisciplinary historian of education and teacher educator in the Teaching, Learning, and Culture Department at Texas A&M University, where she works as an Assistant Professor, ACES Fellow, and ADVANCE Scholar. Her scholarly aim is to bridge past and present perspectives on African American struggles for educational justice.

Brittany L. Frieson

Brittany Frieson, PhD, is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas. Her research focuses on African American Language speakers in dual-language Spanish/English bilingual programs and how multilingual students utilize minoritized languages as a form of resistance toward dichotomous languaging rules in the classroom.